| Summary: | 碩士 === 臺北市立教育大學 === 環境教育與資源研究所環境教育組 === 98 === This study investigates the effects of inquiry teaching on 6th grade elementary school students’ awareness, knowledge, attitude, and behavior related to river environmental conservation. As part of the study, the researchers developed the environmental curriculum of river environmental conservation by integrating traditional school curriculum with the community river resources of the Lao-Jie River.This curriculum demonstrates how a resource curriculum may enhance river environment conservation. A Nonequivalent Control Group was the research design with 117 6th grade students(62 in the experiment group and 55 in the control group) from two elementary schools in Jhong-Li City and Dayuan Township as the subjects. The students of the experiment group received the environmental curriculum of river resources conservation for eight weeks；the students of the control group did not attend an equivalent program. The outcomes of the treatment were measured by two questionnaire surveys conducted one week before the treatment (pre-test) and after (post-test) the treatment. Four weeks later, a follow-up test was conducted to understand the effects of the treatment over time. In addition to the quantitative data collected via questionnaires, qualitative data such as students’ learning records, students’ interview, parents’ interview, and teachers’ interview are used to support and explain the results. The conclusions of this study are showed as follows：
1.Students’ attitudes toward river conservation are positive, but the awareness, knowledge and behavior of river conservation was limited. The average scores rated on the four domain were:Awareness domain(64.8%)；Knowledge domain(63%)；Attitude domain(85%) and Behavior domain(73%).
2.Students’ awareness, knowledge, attitude and behavior in the experiment group after the instruction were signficantly higher than those students in the control group.
3.According to the results of the follow-up test at the end of 4th week after the treatment started, students’ awareness, knowledge, attitude and behavior toward river environmental conservation in the experiment group are lasting.
Based on the the results of this study, the authors made several suggestions for those instructors who also tried to conduct similar research or design related curriculum.
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